Effective Mentoring Relationships Research Articles

Optimizing a mentorship program from the perspective of academic medicine leadership – a qualitative study

BackgroundEffective mentorship is an important contributor to academic success. Given the critical role of leadership in fostering mentorship, this study sought to explore the perspectives of departmental leadership regarding 1) current departmental mentorship processes; and 2) crucial components of a mentorship program that would enhance the effectiveness of mentorship.MethodsDepartment Division Directors (DDDs), Vice-Chairs, and Mentorship Facilitators from the Department of Medicine at the University of Toronto Temerty Faculty of Medicine were interviewed between April and December 2021 using a semi-structured guide. Interviews were audio-recorded and transcribed verbatim, then coded. Analysis occurred in 2 steps: 1) codes were organized to identify emergent themes; then 2) the Social Ecological Model (SEM) was applied to interpret the findings.ResultsNineteen interviews (14 DDDs, 3 Vice-Chairs, and 2 Mentorship Facilitator) were completed. Analysis revealed three themes: (1) a culture of mentorship permeated the department as evidenced by rigorous mentorship processes, divisional mentorship innovations, and faculty that were keen to mentor; (2) barriers to the establishment of effective mentoring relationships existed at 3 levels: departmental, interpersonal (mentee-mentor relationships), and mentee; and (3) strengthening the culture of mentorship could entail scaling up pre-existing mentorship processes and promoting faculty engagement. Application of SEM highlighted critical program features and determined that two components of interventions (creating tools to measure mentorship outcomes and systems for mentor recognition) were potential enablers of success.ConclusionsEstablishing ‘mentorship outcome measures’ can incentivize and maintain relationships. By tangibly delineating departmental expectations for mentorship and creating systems that recognize mentors, these measures can contribute to a culture of mentorship.

Mentoring preparation in educational contexts: a review of the literature

PurposeThis article aims to contribute to a clearer understanding of the importance of mentor preparation and provide recommendations for effective mentor preparation programmes based on the literature.Design/methodology/approachA narrative review of a range of literature focussing on the importance and characteristics of effective mentor practice and preparation.FindingsMany mentors working in educational contexts lack adequate preparation, and a shift in mentoring practice from a mentor as expert approach, which mentors are likely revert to without training, to a more collaborative relationship in line with educative mentoring is recommended. Relationship building, working collaboratively and encouraging critical reflection are essential mentoring capabilities, and can be supported by participation in effective mentoring preparation programmes. Characteristics of these programmes include: providing time for mentors to reflect on their personal capabilities and attitudes; strengthening their knowledge about mentoring and learning a range of approaches and tools.Practical implicationsImplications for mentor preparation include consideration of curricula that focus on the nature of effective mentoring relationships, provision of effective observation-based feedback and the facilitation of critical reflection. Blended learning models appear to have potential and organisational leaders need to recognise and value mentoring to ensure that it is prioritised.Originality/valueThis article makes a valuable contribution to our understanding of the nature of effective mentor preparation programmes.

Understanding the difference, makes the difference: perceptions of Black and Minoritised ethnic occupational therapists on mentoring

IntroductionBlack and Minoritised Ethnicity (BME) occupational therapists face lower career progression opportunities and mentoring is one possible intervention that may offer support. BME persons may have different expectations and experiences from their mentor, and research exploring their perceptions of mentoring is important. In Occupational Therapy there is a growing awareness of the need to be true to the values of social justice. The aim of this research is to learn about BME occupational therapists’ experiences and perceptions of mentoring for career progression.MethodsFour online focus groups involving 19 participants from the UK were held, discussions were facilitated by researchers using a topic guide. Participants responses were analysed, and codes were brought together to create Themes including career progression and role models, mentoring relationship, similarity with the mentor and outcomes from mentoring.ResultsThe study highlighted that trust is integral to effective mentoring relationships and BME occupational therapists want mentors who they can trust with their experiences and stories. Compatibility between mentors and mentees in terms of personality, values, and working styles is crucial for effective mentoring relationships. Providing opportunities for networking, acknowledging good work and giving permission were all seen as outcomes from good mentoring. The absence of BME role models and ingroup bias were also reported as issues to be addressed.ConclusionThis study explores the perception of mentorship as a mechanism for career advancement in occupational therapists from BME backgrounds, with these results transferable to other health and care professional groups. We recommend the creation of a mentoring charter for BME healthcare workers in the United Kingdom to ensure that those from BME backgrounds feel supported, mentored, and provided with equitable access to resources, including adequate mentoring and networking opportunities.

Mentoring-as-Partnership: The Meaning of Mentoring Among Novice Nurse Faculty

Mentoring is recommended as a strategy to improve satisfaction and retention of novice nurse faculty to help address the current faculty shortage. However, the meaning of academic mentoring varies among faculty, which can detract from the development of effective mentoring relationships in academia. This article details the meaning of mentoring as characterized by novice nurse faculty. Semistructured interviews were conducted with novice nurse faculty (n = 21) who participated in a mentoring relationship with experienced colleagues. Thematic analysis was used to identify themes detailing the meaning of mentoring as described by the participants. The thematic analysis revealed an overarching theme of mentoring-as-partnership and three subthemes: (a) authentic communication, (b) enriching support, and (c) sharing knowledge. To strengthen mentoring relationships in academic nursing, focus should be placed on supporting mentoring partnerships marked by mutuality and clearly defined goals, roles, and responsibilities. [J Nurs Educ. 2023;62(2):83-88.].

Drivers of mentoring practices in construction related firms: Nigerian quantity surveying firms' perspective

PurposeThe paper assessed the required drivers of mentoring practices in construction-related firms: a perspective of the quantity surveying (QS) firms in Nigeria with a view to providing possible drivers for effective mentoring relationships in the respective construction firms.Design/methodology/approachSurvey design was used to assess the level of knowledge, mentoring concept adoption and the required drivers of mentoring relationships in construction-related firms. QS firms in Abuja, Nigeria were sampled through the use of semi-structured questionnaires. A total of 149 questionnaires were administered to principal partners, partners, senior quantity surveyors and quantity surveyors in QS firms in Abuja through personal delivery. A total of 142 of them were returned and found suitable for analysis, representing 95.30% effective response rate. Percentage, mean, Kruskal–Wallis and factor analyses were utilized for the analysis of the data.FindingsThe study revealed an appreciable knowledge of mentoring concept but not so much with the adoption in the respective firms. This connotes that there is a problem with the adoption of mentoring concept in construction-related firms despite knowledge of the concept. Also revealed by the study, are the required drivers of mentoring practices in construction-related firms.Practical implicationsThe findings show the required drivers of mentoring practices in construction-related firms and the recommendations to further the adoption and implementation of these drivers to ensure mentoring practices thrive in construction-related firms in the country.Originality/valueThis paper reveals the required drivers of mentoring practices in Nigerian construction-related firms and provides ways through which the drivers can be implemented in the construction firms.

Key Communication Skills for Mentees.

Mentorship is an important relationship for young radiologists to foster to fulfill both personal and professional goals. Mentorship is known to provide improved career satisfaction, more research productivity, and promotion within the academic ranks [ 1 Choi Augustine M.K. Moon J. Steinecke A. et al. Developing a culture of mentorship to strengthen academic medical centers. Acad Med. 2019; 94: 630-633 Crossref PubMed Scopus (45) Google Scholar ]. Although the characteristics of good mentors have been published many times in the literature, there is a paucity of literature on the characteristics of a strong mentee [ 2 Black V.G. Taylor Z.W. Nobody’s talking to the mentees. Mentoring and Tutoring: Partnership in Learning. 2018; 26 (606-6) Crossref Scopus (5) Google Scholar ]. One crucial factor to ensure success as a mentee and to foster a healthy mentor-mentee relationship is that of communication [ 3 Barrett J.L. Mazerolle S. Nottingham S. Attributes of effective mentoring relationships for novice faculty members: perspectives of mentors and mentees. Athletic Training Education Journal. 2017; 12: 152-162 Crossref Google Scholar ]. Key Communication Skills for MentorsJournal of the American College of RadiologyVol. 19Issue 7PreviewMentorship is a critical relationship between a less-experienced mentee and a more-experienced mentor in an area of expertise from which one is seeking guidance on a particular subject. This relationship is important particularly in radiology because it plays a key role in training as well as career development of medical students, residents, fellows, junior faculty, and junior partners alike [1]. It is important to note that the mentee-mentor relationship oftentimes transcends career levels and can be based on one’s area of expertise. Full-Text PDF

Exploring the role of faculty and staff mentors in fostering ethical leadership among undergraduate students: “We have to narrow the distance”

PurposeThe purpose of this interdisciplinary study is to identify the aspects that faculty, student affairs educators and students indicate as salient for effective mentoring relationships that enhance ethical leadership development.Design/methodology/approachThis exploratory qualitative inquiry used the Relational-Ethical-Affective-Dialogic (READ) mentoring model as a framework to examine the experiences of 13 undergraduate mentees and faculty/staff mentors in a formal mentoring program. Each study participant engaged in one semi-structured interview. Researchers coded and analyzed data using the sort and sift, think and shift process identifying power quotes to guide the thematic analysis.FindingsThe data collected in this study revealed insights into the aspects of mentor relationships that both undergraduate mentees and their mentors perceived as contributing to students' ethical leadership development. Salient elements included: (1) relational features of the mentee-mentor dynamic including trust and reciprocity; (2) structural features of the mentoring program including its focus on ethics; and (3) mentoring approaches that were attentive to power and positionality within the mentoring relationship and involved professional judgment about self-disclosure.Originality/valueThis study adds to the literature by exploring effective mentoring for ethical leadership development across disciplines. With colleges and universities serving a vital role in preparing the next generation of leaders for ethical engagement in their democratic and professional roles after graduation, it is imperative to broaden our understanding of how faculty and staff can support students' ethical leadership development.

A path to leadership in nursing: Developing clinical scholars through effective mentoring relationships

A path to leadership in nursing: Developing clinical scholars through effective mentoring relationships

Principalship and Mentoring: A Review of Perspectives, Evidence, and Literature 1999 – 2019

The aim of the present article is to review literature on mentoring of school principals. The review focuses on the importance of mentoring in fostering effective leadership as a principal by presenting the pervasive definitions and perspectives on mentoring in the field. Second, based upon predefined selection criteria, we present empirical evidence from a number of studies organized by emergent themes on how mentoring in the principalship is conceived and valued. The bulk of the article presents evidence from studies organized along themes. Two central themes emerged in the review focused on determinants of effective mentoring relationships: a) the mentor and protege pairing and b) length of time in the mentoring relationship including enough time for mentoring sessions. The article concludes with methodological recommendations and an outline of possible directions for future research concerning these commonly overlooked, yet critical features of successful mentoring programs

Lessons From the Field: Graduate Student–Faculty Mentoring in Family Science

ObjectiveWe examine research related to effective mentoring relationships for graduate students.BackgroundGraduate mentoring, comprising educational, professional, and psychosocial development, plays a crucial role in graduate students' successful completion of their degrees. Effective mentor relationships can increase academic satisfaction, increase retention, keep graduate students on time to graduate, and have positive influences on future career goals.MethodsWe conducted a literature review of 14 articles to examine graduate mentoring and make recommendations for family science graduate education.ResultsFive major themes emerged: aspects of effective mentorships, choosing a mentor, characteristics of a successful mentor, diverse graduate students, and online mentoring.ConclusionsWe discuss future research suggestions including the need for research on discipline‐specific mentoring and the call for more writings on the scholarship of teaching and learning.ImplicationsThese findings have implications for family science as organizations create mentoring approaches, universities increase remote work during the COVID‐19 pandemic, and diversity remains important in the field.

Mentoring in Action Model—Exploring the Mentoring Process in Nebraska Extension

One method used by Extension organizations to orient new professionals is mentoring, yet gaps exist in the research on mentoring within Extension. Through focus group interviews and a materials review, I explored the mentoring process in Nebraska Extension. Using a semistructured interview approach, I asked Extension educators about their mentoring experiences, and I reviewed an organizational mentoring packet. From my findings, I constructed the mentoring in action model, which explains mentorship in Nebraska Extension. The model shows that mentoring is built on two mentoring structures and two primary characteristics of effective mentoring relationships. The study findings can inform mentoring strategies Extension may use to orient new employees to their roles and responsibilities.

The Role of Mentoring in the Prediction of Strategic Independence

This study focuses on positive dispositional traits and mentoring in the study of strategic independence among young adults. Strategic independence is a composite trait comprised used to assess a person’s propensity to make and persevere with long-term plans. Using hierarchical regression analysis on survey data collected from 324 young adults in the United States, we found that effective mentoring relationships have a positive influence on the level of strategic independence among mentees. Implications for theory and practice, limitations, and future research are discussed.

It's OK to Ask for Help: Destigmatizing Mentoring for Junior Surgeons.

It's OK to Ask for Help: Destigmatizing Mentoring for Junior Surgeons.

The role of felt obligation to mentor in mentor performance

PurposeThe authors introduce a new measure of felt obligation to mentor in order to explore generalized reciprocity in mentoring. The purpose of this paper is to explore whether felt obligation to mentor adds prediction to mentor job performance in combination with mentoring functions provided and mentor-assessed benefits and costs of mentoring.Design/methodology/approachHypotheses were tested in a sample of firefighters in the Southwestern USA using moderated regression analysis.FindingsProtégé reported mentoring functions provided predicted mentor performance, but neither mentoring benefits nor costs predicted mentor performance. Felt obligation to mentor interacted with mentoring functions reported such that mentor performance was highest when both mentoring functions provided and felt obligation to mentor were high.Research limitations/implicationsThe results indicate that the new measure may prove to be of value for exploring generalized reciprocity in mentoring. Further, more research using mentoring benefits and costs is merited. Findings are limited by use of a new measure of felt obligation to mentor as well as the fact that the research was conducted in a setting in which employees were expected to serve as mentors.Practical implicationsOrganizations may leverage felt obligation to mentor in order to support effective informal or formal mentoring relationships, whereas focusing on the benefits of mentoring may be a less valuable strategy.Originality/valueThe research offers a new measure to help to understand generalized reciprocity as a motivation to mentor as well as suggesting that more empirical attention should be given to the perceived benefits and costs of mentoring.

A randomized controlled pilot study of the University of Minnesota mentoring excellence training academy: A hybrid learning approach to research mentor training.

Research mentor training is a valuable professional development activity. Options for training customization (by delivery mode, dosage, content) are needed to address the many critical attributes of effective mentoring relationships and to support mentors in different institutional settings. We conducted a pilot randomized controlled trial to evaluate a hybrid mentor training approach consisting of an innovative, 90-minute, self-paced, online module (Optimizing the Practice of Mentoring, OPM) followed by workshops based on the Entering Mentoring (EM) curriculum. Mentors (n = 59) were randomized to intervention or control arms; the control condition was receipt of a two-page mentoring tip sheet. Surveys (pre, post, 3-month follow up) and focus groups assessed training impact (self-appraised knowledge, skills, behavior change) and participants' perceptions of the blended training model. The intervention (∼6.5 hours) produced significant improvements in all outcomes, including skills gains on par with those reported previously for the 8-hour EM model. Knowledge gains and intention-to-change mentoring practices were realized after completion of OPM and augmented by the in-person sessions. Mentors valued the synergy of the blended learning format, noting the unique strengths of each modality and specific benefits to completing a foundational online module before in-person engagement. Findings from this pilot trial support the value of e-learning approaches, both as standalone curricula or as a component of hybrid implementation models, for the professional development of research mentors.

Characteristics of Effective Mentorship for Academic Surgeons: A Grounded Theory Model.

The authors sought to describe characteristics of effective mentoring relationships in academic surgery based upon lived experiences of mid-career and senior female academic surgeons. Prior qualitative work describes characteristics of successful mentoring relationships. However, no model exists of effective mentorship that is specific to academic surgery. The authors conducted in-depth interviews with mid-career and senior female US academic surgeons about the impact of mentoring on professional development during 2014 and 2015. Purposive selection aimed to maximize institutional, specialty, years in career, and racial diversity. Grounded theory method was used to generate a conceptual model of effective mentoring relationships. Data saturation occurred following 15 interviews. Interviewees described the need for multiple mentors over time with each mentor addressing a unique domain. Interviewees suggested that mentees should seek mentors who will serve as strategic advisors, who will be unselfish, and who engage with diverse mentees. This study identified a need for multiple mentors across time and disciplines, and identified 3 key characteristics of effective mentoring relationships in academic surgery. Future work in this area should generate an operational definition of mentorship that supports quantitative evaluation of mentor and mentoring panel performance.

The Mentoring Networks of Outdoor Educators

The dynamic and transitory nature of outdoor education (OE) employment may make the cultivation of traditional dyadic mentoring relationships challenging. This study used the developmental network perspective, which positions mentoring as a multirelationship phenomenon, to better understand how OE instructors working for NOLS access mentoring support, help ascertain the types of mentoring support instructors find meaningful, and delineate the attributes of effective mentoring relationships. Twenty-one instructors with differing levels of experience were interviewed for this study. Data indicated that interviewees found meaningful mentoring support from a variety of sources, namely, senior instructors and near peers. The provision of career-related support, specifically support that helped mentees navigate organizational culture and gain more work opportunities, was highly regarded by participants and positively impacted career outcomes. Challenges facing instructors seeking mentoring support and the implications of these results for instructors and OE providers are discussed. Subscribe to JOREL

A narrative review of mentoring programmes in general practice

ABSTRACTMentoring in general practice nurtures personal and professional development among mentees and mentors and enhances organisational productivity. Yet, failure to define it leads to variations in understanding and practice and conflation with other educational approaches. As a result, mentoring in general practice is underutilised and poorly overseen. This review seeks to identify elements among successful mentoring relationships to aid the design of local mentoring programmes. Reports of undergraduate and postgraduate mentoring programmes in general practice were analysed thematically. A literature search of mentoring of junior postgraduates or undergraduates by experienced mentors in general practice between 1 January 2000 and 31 December 2015 was done using PubMed, ERIC, ScienceDirect, Cochrane Database of Systematic Reviews and OVID. A total of 1973 abstracts were retrieved and 9 full-text articles were included and analysed. Three themes were identified, including the initiation of mentoring relationships, the mentoring relationship and the mentoring environment. Successful mentoring programmes pivot upon effective mentoring relationships. Based on the themes identified, a framework to guide practice, structure and oversight of the mentoring process is forwarded. Further context-specific study is needed to ensure the viability of the Mentoring Framework to better employ mentoring in general practice.

Effective Characteristics of Formal Mentoring Relationships: The National Athletic Trainers' Association Foundation Research Mentor Program

Context:Mentoring is a beneficial mechanism to support junior faculty members as they navigate job expectations, institutional nuances, and the professional landscape during the first few years as a faculty member. Whereas effective characteristics of informal mentoring relationships are generally understood, less is known about factors that contribute to formal mentoring relationships.Objective:Gain mentor and mentee perceptions of effective mentoring in a formal setting.Design:Qualitative phenomenology.Setting:Higher education institutions.Patients or Other Participants:Six mentees (4 women and 2 men with 3 ± 4 years in their current faculty position) and 4 mentors (2 women and 2 men with an average of 10 ± 3 years in their current faculty position) participating in the 2015 National Athletic Trainers' Association Foundation mentor-program cohort.Main Outcome Measure(s):Participants completed one telephone interview before starting the mentor program and one interview upon program completion 11 months later. Participants also completed 3 structured online journals at 3-month increments throughout their participation in the program. Two researchers independently analyzed the interview and journal data using a phenomenological approach. To improve trustworthiness, we used peer review and pilot testing of the interview guides, member-checks, and multiple-analyst triangulation.Results:Participants described effective mentoring relationships as those that facilitated collaboration and demonstrated humanistic qualities. Participants who collaborated on scholarly activities during their mentoring experience perceived this to be a highly valuable aspect of the experience that increased the potential for a long-lasting relationship. Whereas the mentoring focused on professional development, humanistic attributes such as approachability and personal connections further enriched participants' mentoring experiences.Conclusions:Participants in formal mentoring experiences describe effective mentoring characteristics similarly to those who have participated in informal mentoring and should be encouraged to exhibit them. Additionally, coordinators of formal mentoring programs should provide participants with resources and guidance to facilitate their experiences.

The Beginning and Benefits of Mentoring Relationships – A Case Study of Chefs in Taiwan

This paper is a descriptive study of mentoring relationships between chef mentors and their proteges in Taiwan.It primarily aimed to complement the understanding of the initiation factors and career benefits of such mentoring relationships. In-depth interviews were conducted with thirty-six chefs who worked in star hotels or well-known restaurants in Taiwan. This study deconstructed the formation of mentoring relationships and their mutual benefits in the workplace. The interview results indicated fourteen initiation factors and seven classifications of benefits of mentoring relationships. Previous studies have seldom explored the mentoring relationship characteristics in different cultural contexts and culinary workplaces. Based on the results, this study provides advice on developing a sustainable career through mentoring relationships and recommends the technology-based industry to consider creating effective mentoring relationships. Further related discussion is also provided in this paper.